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Tamara Discussion Board 5 Tamara is a funny, energetic student who happens to be diagnosed with learning disabilities who also appears to have difficulty focusing her attention on instructional materials (textbooks, videos, computer practice, lectures etc. ). While she readily participates in class, she seldom raises her hand before speaking and often interrupts other students. Though as the teacher you are pretty sure that Tamara understands what you are teaching, she does not turn in her home work on a regular basis. What behaviors of Tamara's would you target to increase? 2) How would you begin to do that? How would you use reinforcement procedures to decrease these behaviors? These behaviors are indicative of Tamara's learning disability.
LD is often called "right-hemisphere learning disorder" and frequently goes unrecognized as a disability by instructors. Instead, students with this impairment are often labeled "behavior problems" due to their inappropriate or unexpected conduct. LD is known to have a neurological rather than emotional origin. Individuals with LD may have impaired abilities to organize visual-spatial fields, accurately read nonverbal signals and coordinate motor functions. This girl is in elementary school and readily participates in class and I would gladly increase this. I would increase Tamara's behavior by allowing her to ask multiple questions (to satisfy the need to verbally process) within an acceptable structure was important.
Immediate non-threatening feedback regarding acceptable and unacceptable behavior will be provided, with clear explanations of how the acceptable behavior positively impacted the outcome and, conversely, how inappropriate behavior had a negative impact on the outcome. A team involving teachers, the disability service coordinator, and Tamara need to met periodically to create and monitor an access plan. The girl needs to meet with the teacher after each class to discuss what went well and what did not. For example, Tamara interrupts other students, and this is needs to be decreased.
It is also important to consider why the behavior is occurring. Termed "functional assessment" in the field of applied behavior analysis (ABA), techniques such as behavioral observation, caregiver reports and experimental analysis can aid in understanding why the child is engaging in the behavior. For Tamara, I would provide close supervision during time out to ensure safety. Ignore behaviors that are frustrating, but not dangerous, by continuing the time out. The student was asked for her perceptions, which were then compared with the professor's and the situation was verbally analyzed step-by-step with the reasoning for the acceptable behavior clearly outlined. This process helped the student establish an inner warning system to catch inappropriate behavior before it occurred, thus building problem-solving skills for future use.
For complicated messages and multi-stepped instructions, the student tape recorded the information. Conclusion This case with Tamara will illustrate: Cooperative work between professors, disability service coordinators, and the student. Without all parties conferring and sharing information and ideas, the student may have been closed out of an opportunity to complete her teaching program. Successful accommodations used for a student with an LD including clear and immediate feedback about specific behaviors, behavioral cues to modify behavior, use of a tape recorder for complicated verbal messages, peer role modeling, and a regular monitoring and feedback system.
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Research essay sample on Interrupts Other Students Readily Participates In Class Behavior
